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Mobile Facebook (m-Facebook) creates many business opportunities for brands and firms while increasingly drawing interest in scientific literature. However, research is scarce on the immersive experiences prompted by m-Facebook, and how these experiences facilitate users’ engagement, their positive attitude towards Facebook and their continued use of it. The paper aims to discuss these issues.

This paper theoretically and empirically analyses m-Facebook users’ immersive experiences, along with their affective and behavioural effects.

The results reveal the important role of imagery, presence and flow in the context of m-Facebook; the interplay between these three immersive phenomena; and the influence the user’s optimum stimulation level has on them.

The investigation offers a foundation for understanding users’ immersive experiences on m-Facebook, and informs practitioners who aim to enhance users’ engagement with, attitude towards, and continued use of m-Facebook content.

This research aims to explore how social media influences the academic performance of university students in Bangladesh and examines the benefits and drawbacks of its usage.

We distributed a well-structured questionnaire among students enrolled in various programs at different universities in Bangladesh to collect data. We analyzed the data using factor analysis and regression models to uncover the impact of social media on academic performance.

Our research findings demonstrate that social media plays a crucial role in facilitating communication, information sharing and content development among university students in Bangladesh. Excessive reliance on social media can lead to dependence and hinder innovation, as students tend to excessively rely on readily available resources.

We relied on self-reported data from a limited sample size, which may affect the generalizability of our findings.

This study highlights the need to promote responsible use of social media among university students in Bangladesh to enhance their academic performance. We recommend implementing effective policy measures to control and manage undesired usage patterns, foster an intellectually equipped student body and contribute to the development of a knowledgeable and successful Bangladesh.

This research makes a significant contribution by examining the influence of social media on academic performance among university students in Bangladesh. It proposes practical policy measures to address the drawbacks associated with excessive reliance on social media, thereby contributing to decision-making and intervention strategies for promoting responsible usage.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

The purpose of this paper is to adopt the uses and gratifications theory to tourism.

Work-life flexibility policies (e.g., flextime, telework, part-time, right-to-disconnect, and leaves) are increasingly important to employers as productivity and well-being strategies. However, policies have not lived up to their potential. In this chapter, the authors argue for increased research attention to implementation and work-life intersectionality considerations influencing effectiveness. Drawing on a typology that conceptualizes flexibility policies as offering employees control across five dimensions of the work role boundary (temporal, spatial, size, permeability, and continuity), the authors develop a model identifying the multilevel moderators and mechanisms of boundary control shaping relationships between using flexibility and work and home performance. Next, the authors review this model with an intersectional lens. The authors direct scholars’ attention to growing workforce diversity and increased variation in flexibility policy experiences, particularly for individuals with higher work-life intersectionality, which is defined as having multiple intersecting identities (e.g., gender, caregiving, and race), that are stigmatized, and link to having less access to and/or benefits from societal resources to support managing the work-life interface in a social context. Such an intersectional focus would address the important need to shift work-life and flexibility research from variable to person-centered approaches. The authors identify six research considerations on work-life intersectionality in order to illuminate how traditionally assumed work-life relationships need to be revisited to address growing variation in: access, needs, and preferences for work-life flexibility; work and nonwork experiences; and benefits from using flexibility policies. The authors hope that this chapter will spur a conversation on how the work-life interface and flexibility policy processes and outcomes may increasingly differ for individuals with higher work-life intersectionality compared to those with lower work-life intersectionality in the context of organizational and social systems that may perpetuate growing work-life and job inequality.

Some aspects of technology behaviour remain unclear, such as the generation of technology use and engagement. So, this study aims to address the following question: does engagement with technology drive the use of technology?or does the use of technology create the engagement with technology?

Based on the uses and gratifications theory, this study compares three alternative competing models that explain technology behaviour on a sample of 715 individuals, using the selection criteria proposed by Mathieson. A comprehensive analysis and comparison of three structural competing models on technology behaviour, namely, “use-and-engagement”, “use-to-engagement” and “engagement-to-use”, are presented.

Findings show that the “use-and-engagement” model provides a better explanation of technology behaviour and is superior to predict technology behaviour, suggesting that both technology engagement and use could be considered as consequences.

This study’s major contribution is the empirical examination of three structural competing models and the selection of the best explaining model of technology behaviour.

Algunos aspectos del comportamiento tecnológico permanecen sin aclarar, como la creación del uso e implicación hacia la tecnología. Así que abordamos la siguiente pregunta: ¿La implicación con la tecnología impulse su uso?, o ¿es el uso de la tecnología el que impulse la implicación?.

Basándonos en la Teoría de los Usos y Gratificaciones se han comparado tres modelos alternativos que compiten entre sí para explicar el comportamiento tecnológico, en una muestra de 715 individuos utilizando el criterio de selección propuesto por Mathieson. Se presenta un análisis y una comparación exhaustive de tres modelos estructurales competitivos sobre el comportamiento tecnológico, que son “uso-e-implicación”, “uso-para-la implicación” e “implicación-para-el uso”.

Los resultados muestran que el modelo “uso-e-implicación” proporciona la mejor explicación del comportamiento tecnológico y es superior para predecir el comportamiento tecnológico, lo que sugiere que tanto la implicación como el uso de la tecnología podrían considerarse como consecuencias.

Nuestra principal contribución es el análisis empírico de tres modelos estructurales competitivos y la selección del mejor de ellos para explicar el comportamiento tecnológico.

技术行为的某些方面仍然不清楚, 例如技术使用和参与的产生。因此, 我们意在解决以下问题：对技术的参与是否推动了技术的使用,还是技术的使用创造了技术的参与？

基于 “使用与满足 “理论, 我们使用马蒂森提出的选择标准, 在715人的样本上比较了三种解释技术行为的替代竞争模型。即我们对三个关于技术行为的结构性竞争模型, “使用和参与”、“使用到参与 ”和 “参与到使用 ”进行了综合的分析和比较。

研究结果显示, “使用和参与 “模型更好的解释了技术行为, 并且其优于预测技术行为, 这表明技术参与和使用都可以被认为是后果。

我们的主要贡献是对三个结构性竞争模型进行了实证检验, 并选择了对技术行为的最佳解释模型。